Equitable Access to eLearning during Covid-19 Pandemic and beyond. A Comparative Analysis between Rural and Urban Schools in Zimbabwe

Tsimba, Gerald; Mugoniwa, Beauty; Mutembedza, Amanda N.

doi:10.23919/ist-africa56635.2022.9845566

Cited by 1 publication

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Findings show that the "affordability and accessibility" can be achieved by "subsidising internet costs" and "advocating for zero-rated educational websites" by the government of Zimbabwe in collaboration with different stakeholders. Furthermore, the "engagement" was identified as "fostering parent and community involvement", and also the "collaboration with local organisations" (Chigama & Goronga, 2022;Chimbunde, 2021;Dhliwayo & Jita, 2023;Dube, 2020;Dube et al, 2022;Kangara et al, 2022;Mabika & Marevesa, 2022;Magocha, 2021;Mandikiana, 2020;Maphosa, 2021;Mavengano & Marevesa, 2022;Ministry of Primary and Secondary Education, 2020;Moyo, 2022;Moyo et al, 2020;Nhongo, 2022;Nhongo & Siziba, 2022;Nhongo & Tshotsho, 2021;Nyagadza et al, 2022;Phiri, et al, 2020;Tsimba et al, 2020;Zinyemba et al, 2021). It was clear that policy and governance should focus on developing regulatory frameworks to govern online education, ensuring quality standards, and security measures as a roadmap to the challenges faced.…”

Section: Resultsmentioning

confidence: 99%

“…An e-learning initiative was launched in 2007 to promote ICT utilisation in education as well as provide training for teachers and administrators on integrating ICTs across various disciplines. Additionally, a new governmental policy introduced ICT and computer science as independent subjects in secondary rural ecologies starting in 2013 (Magocha, 2021;Mandikiana, 2020;Tsimba et al, 2020;Yingi et al, 2022). Currently, ICT is an examinable subject from grade four onwards.…”

Section: Zimbabwe's Path To Ict Integration In Educationmentioning

confidence: 99%

“…While online learning holds promise for expanding educational opportunities, it remains inaccessible to the majority of rural students in Zimbabwe due to infrastructure limitations, high costs of internet services, the absence of rural-specific platforms, and a broader digital divide. Dube (2020) and Tsimba et al (2020) noted that governmental efforts to support online education seemed to be mainly directed towards urban ecologies, neglecting the accessibility issues in rural ecologies, thereby exacerbating a significant digital discrepancy for rural students.…”

Section: The Digital Transformation Of Education In Rural Zimbabwe Du...mentioning

confidence: 99%

See 2 more Smart Citations

The Fourth Industrial Revolution: Overcoming Digital Divides in Zimbabwean Rural Learning Ecologies

2024

FeD

View full text Add to dashboard Cite

The Covid-19 pandemic has accelerated the adoption of Fourth Industrial Revolution (4IR) practices and the growth of distance education, leading to fast technological advancements in educational institutions worldwide. The implications of this evolution on students in rural areas and their surrounding environments are ambiguous, presenting various obstacles within the educational sphere, particularly concerning rural learning environments. This study investigated the 4IR's potential to bridge digital divides and ensure equitable access to education in rural Zimbabwe, identifying prospects, challenges, and best practices. The research examined the impact of 4IR techniques on the academic performance of rural students using desktop exploration. It also highlighted educational opportunities for rural learning environments and emphasises the importance of localised collaboration. The link between e-learning and rural contexts in education, using secondary data from previous research was also examined. The study identified patterns and trends in implementing 4IR methodologies in education by using the content analysis to systematically scrutinise and interpret a large amount of textual data. The results indicated that student performance was impacted by technical, practical, and psychological impediments, additionally, academic and emotional decline due to remote learning was evident. Moreover, the study revealed that, despite challenges, 4IR methods offer multiple advantages, including enhanced information accessibility, distance learning opportunities, collaborative initiatives, personalised learning experiences, and teacher empowerment. To maximise these opportunities, the research recommended strategies such as infrastructure enhancement, resource accessibility, teacher professional development, curriculum adjustments, and collaborative efforts between public and private entities. Ultimately, the study proposed that rural environments can harness 4IR techniques in order to facilitate the quality of education and provide students with necessary digital skills by overcoming obstacles and taking advantage of opportunities.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Zimbabwe's Path To Ict Integration In Educationmentioning

confidence: 99%

Section: The Digital Transformation Of Education In Rural Zimbabwe Du...mentioning

confidence: 99%

See 1 more Smart Citation

The Fourth Industrial Revolution: Overcoming Digital Divides in Zimbabwean Rural Learning Ecologies

2024

FeD

View full text Add to dashboard Cite

show abstract

Equitable Access to eLearning during Covid-19 Pandemic and beyond. A Comparative Analysis between Rural and Urban Schools in Zimbabwe

Cited by 1 publication

References 0 publications

The Fourth Industrial Revolution: Overcoming Digital Divides in Zimbabwean Rural Learning Ecologies

The Fourth Industrial Revolution: Overcoming Digital Divides in Zimbabwean Rural Learning Ecologies

Contact Info

Product

Resources

About